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Year 9 – The Maths Knowledge – Autumn 2

1 Linear/arithmetic sequence

A number pattern which increases (or decreases) by the same amount each time is called a linear sequence. The amount it increases or decreases by is known as the common difference.

2 Geometric sequence

A sequence of numbers where you are multiplying by the same number each time.

3 Term A number in a sequence ORA single number or variable which are separated by + or − signs

4 Like terms "Like terms have what?!““SAME LETTER, SAME INDEX”

7x , x , -2x are like terms because they all have the same variable x6y , 4y, - 3y are like terms because they all have the same variable y

5 Simplify The process to make a very long expressionsimpler. Simpler expressions are easier to solve. You do this by collecting like terms

6 Expand Multiply everything inside the bracket by the term (or number) outside the bracket.

Always use the grid method.Then simplify your terms.

7 Factorise Finding a common factor (numerical or alphabetical or both) in each term, then dividing each term by this common factor. What is ‘left’ is put in brackets.

8 Solve To find the value of the missing number by performing the same operation on each side.

Note* You must always keep your equals sign lined up.

Key Word

Solve the equation to find x 6x + 1 = 13

(-1) (-1)6x = 12

(÷6) (÷6)x = 2

ExampleDefinition

Rearrange equations (to make a specific letter the subject of the equation)To rearrange equations we are reversing the operations so we do BIDMAS in reverse.Use the same method as solving equations

Make t the subject

The common difference between each term is +4 so we compare it to the 4 times tables and write the first part of our nth term rule

4nWe then look at the difference between the four times tables and our sequence. It is one less, so our sequence must be

4n – 1

We can find the value of any term in the sequence by substituting n for the term number. For example, to find the 20th term, I will substitute n as 20.

4 (20) -180 - 179

B I D M A S

KS4 – The Geography Knowledge – METEROLOGICAL HAZARDS (part 3)

HEAVY HEAT The sun HEATS the sea/ocean.ELEPHANTS EVAPORATE Warm, moist air EVAPORATES and rises.

REALLY REPLACE/ REPEAT

More air rushes in to REPLACE the air that has just evaporated. It is also evaporated.

CAN CONDENSATION/ CLOUDS As the air rises it CONDENSES to form thick CLOUDS.

SQUASH SPIN/SPIRAL The clouds SPIN because of the rotation of the earth forming a SPIRAL.

SARAH SINKING AIR = EYE

Cold air SINKS in the centre of the storm forming the EYE of the storm.

MARTIN MOVE It MOVES in the prevailing wind direction.

LOLS LAND/LOSE ENERGY

It reaches LAND and LOSES energy as no warm water is being evaporated.

A tropical storm is a storm that is formed over warm water, near the tropics. It has wind speeds of over 74mph and torrential rain.• Hurricanes (USA and Caribbean), • Typhoons (Japan and the Philippines) • Cyclones (SE Asia and Australia).

Tropical storms conditions:• Warm water (>27°C). As a result they are often found in tropical areas and occur in the

summer/autumn when seas are at their hottest.• Latitudes between 5 -20° north and south of the equator. A tropical storm is a spinning mass of

clouds. The earth’s spin between 5-20 is enough to spin the clouds = tropical storm.Tropical storms are measured using the Saffir-Simpson scale. There are 5 categories.

TROPICAL STORM FORMATION:

PRIMARY EFFECTS SECONDARY EFFECTS

• 6,300 dead• 27,000 injured• 1.1 million homes damaged• 30,000 fishing boats destroyed• Schools, hospitals and shops destroyed.• 400m of rain flooded agricultural land.• Transportation routes (roads, rail, ports,

airports) blocked by trees and debris Specifically the Tacloban airport was damaged

• Service lines (water, gas, electricity) destroyed

• Trauma and diseases from dead bodies.• 1.1million people in temporary camps• Increase in unemployment – ¾ farmers and

fishermen lost their jobs• Crops destroyed = loss of $53million to rice

crop not being exported• Surface and groundwater was contaminated

by floodwater• Looting and violence in Tacloban• Aid supplies could not reach victims.• Some areas had no power for 1 month• Shortages of water, food and shelter led to

disease.

IMMEDIATE RESPONSE LONG TERM RESPONSE

• People were evacuated to 1200 evacuation centres that were created

• USA sent aircraft/helicopters to search and rescue

• People cleared rubble• Emergency food from Philippine Red Cross• Emergency hospitals from France, Belgium

and Israel• Emergency shelter from UK

• Reconstruction and relocation – 1000s of new homes built in flood safe areas

• Reconstruction of roads, bridges & airports• NGOs (e.g. Oxfam) replaced fishing boats.

Fishing industries were re-established.• UN, UK, Australia, Japan and USA provided

long-term medical supplies and financial aid• US, Australia and EU provided financial

support for people to start new lives• Cash for work programmes were created to

help people earn money in the long term

TYPHOON HAIYANWhere: Philippines, AsiaWhen: November, 2013Saffir-Simpson Scale: category 5 with wind speeds of 170mph and waves 15m high

How can we protect ourselves from future tropical storms?We cannot prevent a tropical storm from occurring, however we can protect ourselves.• PLAN to prepare for

when a tropical storm occurs (emergency kit, practice drill, earthquake proof buildings, hazard mapping, evacuation routes).

• Monitor tropical storm prone areas in order to PREDICT when it will occur (previous data, unusual animal behaviour, measure for small tremors)

WARNING SYSTEMSA warning alarm is used to

alert people of an approaching tropical storm.

PREVIOUS TROPICAL STORM DATA

We can use previous data and computer models to predict

the course of a tropical storm. We can then instruct people

living in hurricane prone areas how to protect themselves.

TRACK TROPICAL STORMS USING SATELLITE IMAGERYWe can watch the hurricane progress using satellites and

use this to get a better idea of where it will go next.

EMERGENCY KITResidents are encouraged to have an emergency kit ready

in case of a tropical storm (e.g. a torch, canned food,

batteries, radio, medical kit, dust mask, water…etc)

PRACTICE DRILLSEducate people about what

they need to do should a tropical storm occur.

PLANNED EVACUATIONROUTES

Educate people where they need to go should a tropical

storm occur. Use signs to clearly show where people

should go and meet

The eye – in the centre of the tropical storm cold air sinks.

There are no clouds or wind. It is very calm.

Heavy rain and thunderstorms.

Heavy rain & possible

thunderstorms

Up to 300miles across.

On either side of the eye is the eye wall – a tall bank of cloud. Here are very

strong winds, heavy rain, thunder and lightening.

KS4 – The Geography Knowledge – METEROLOGICAL HAZARDS (part 4)

Weather is a description of the day-to-day conditions of the atmosphere. Extreme weather is a weather event that is significantly different from the normal. Evidence that weather is becoming more extreme: International Disaster Database – records show the number of floods have increased since

1960s. Climate models show an increase in the frequency and length of extreme events. e.g. USA – rainfall increased by 5-10% from 1997-2007

2003 Heatwave affected the whole of Europe. It lasted from June till August. Tourism increased in parts of the UK due to hot weather, however 2045 people died in the UK due to heat.

2007 Gloucestershire Floods. 2004 Boscastle Floods and 2014 Somerset Floods 2010 Big Freeze (heavy snow) – in January the UK experienced coldest weather since 1962.

Temperatures dropped to -20C, gas suppliers were under pressure as people used so much heating, suppliers of rock salt for roads were also under pressure.

SOCIAL EFFECTS ECONOMIC EFFECTS ENVIRONMENTAL EFFECTS

• 600 houses flooded. Many residents were evacuated to temporary accommodation for several months.

• 16 farms were evacuated • Villages (e.g. Moorland)

were cut off by the floodwater. This meant residents could not attend school, work or shop.

• Power supplies were cut off.• Local roads and railway lines

were flooded.

• Somerset County Council estimated the cost at £10 million.

• 14,000 hectares of agricultural land was under water for weeks. During this time they did not export any products.

• Over 1000 livestock had to be evacuated. This cost the farmers and insurance companies money.

• Local roads and railway lines were flooded. These needed to be fixed.

• Floodwater contained sewage and chemicals which contaminated farmland.

SOMERSET FLOODSWhere: Somerset, south-west EnglandPhysical landscape: Somerset is low lying farmland. There are several rivers, including the Tone and Parett, which flow into the Severn Estuary.When: January and February, 2014Why: 350mm of rain in January and February (100mm above average), high tides, storm surges, rivers had not been dredged in 20 years and so were clogged with sediment.

To prevent this from happening again, a £20 million Flood Action Plan was launched by Somerset County Council. • In March 2014, 8km of the River Tone and the River Parratt were dredged. This is when

material/soil/mud is removed from the river bed. As a result the river channel is larger and can hold more water. This prevents the river overflowing its banks.

• Roads have been elevated in places. As a result even if a flood occurs, people can still drive on the elevated roads. This also helps the economy by allowing import/export.

• Settlements in areas of flood risk have flood defences. As a result they are able to protect themselves.

• River banks have been raised. These are called embankments. This means the river channel can hold more water and therefore it is less likely to overflow.

• They plan to build a tidal barrage in 2024. This is a dam that is near the mouth of the river. It will prevent additional water being added to the channel by high tides or storm surges.

GLOBAL ATMOSPHERIC CIRCULATION

Global atmospheric circulation is the world’s system of winds, which transport heat from equator to poles. It is the main factor determining global weather and climate patterns.

Warm air rises = low pressure. Cold air sinks = high pressure

Air moves from areas of high pressure to areas of low pressure.

It is hot and rainy (humid) at the equator (0°). It is hot because there is direct sunlight. It is rainy because the hot air rises creating a low pressure system. As it rises, it cools, condenses and forms clouds. Once the clouds reach saturation, they precipitate.

It is hot and dry (arid) at the 30°N and 30°S. It is It is hot because there is direct sunlight. It is dry because the air sinks creating a high pressure system. As the air sinks, no condensation occurs resulting in clear skies.

It is cold and dry at the north pole (90°N) and south pole (90°S). It is cold because there is no direct sunlight. Also many of the sun’s rays are deflected off the earth’s surface. It is dry because the air sinks creating a high pressure system. As the air sinks, no condensation occurs resulting in clear skies.

KS4 – The Geography Knowledge – CLIMATE CHANGE & EXTREME WEATHER IN UK (part 5)

Natural causes of climate change

Solar output (sunspots): A sunspot is dark patch on the sun that appears from time to time. Lots of sunspots = warmer Very few sunspots = cooler

Every 11 years the number of sunspots changes from very few to lots to very few again. • E.g. 1645 – 1715: very few sunspots. During this time, earth experienced a very cold period

known as the ‘Little Ice Age’. Paintings show that the Thames completely froze over.

Volcanic Activity: Violent volcanic eruptions blast lots of ash, gases (e.g. sulphur dioxide) and liquids into the atmosphere. Major volcanic eruptions lead to a brief period of global cooling. This is because the ash, gases and liquids can block out the sun’s rays, reducing the temperature. • e.g. Krakatoa 1883 eruption = world temperatures fell by 1.2°C for a year. • e.g. Pinatubo 1991 eruption = world temperatures fell by 0.5°C for a year.

Orbital Change: changes in how the earth moves around the sunOrbital change affects how close the earth is to the sun. When the earth is very close to the sun, it is warmer. When the earth is further away from the sun, it is cooler.a) Eccentricity: how the earth orbits the sun. Every 100,000 years the orbit changes from circular to

elliptical (egg-shaped).b) Axial tilt: the angle of the earth changes every 41,000 years between 22.5° to 24.5°. c) Precession: the natural wobble of the earth around its axis. Wobble cycles take 26,000 years .

Human causes of climate change

The green house effect:A) Greenhouse gases create blanket around earth.B) Sunlight travels to earth as shortwave radiation.C) Sunlight bounces off the earth’s surface as

long-wave radiation. The long-wave radiation bounce off the greenhouse gases and travel back to earth. They are trapped in the earth’s atmosphere = earth heats up.

The enhanced greenhouse effect is when , due to human actions, there are extra greenhouse gases in the atmosphere which trap more heat = global warming.• Methane is produced by cattle and sheep. Rising incomes and population = increased demand

for meat = more animals farmed = more methane produced. 250% rise in methane since 1850.• Carbon dioxide is produced by burning fossil fuels. Rising population = increased demand for

electricity = more carbon dioxide produced. 30% rise in carbon dioxide production since 1850.• Nitrous oxides is produced by car exhausts and airplanes. Rising incomes and population =

increased cars and air travel = more nitrous oxide produced. 16% rise in nitrous oxide since 1850.• Deforestation = less trees = less photosynthesis = less carbon dioxide removed from the

atmosphere = more carbon dioxide in the air.

Mitigation: slow down climate change by reducing the production of greenhouse gases.

Carbon capture: the process of capturing carbon dioxide and storing it so it does not go into the atmosphere. Carbon dioxide is captured from the power stations. It is transported in pipes. It is stored deep underground or in oceans so it doesn’t go into the atmosphere.

Afforestation: planting trees = more trees = more photosynthesis = more carbon dioxide removed from the atmosphere = fewer greenhouse gases = less global warming. Trees remove 3 billion tons of carbon every year! e.g. China has had afforestation programs since 1970s. Forest cover has increased from 12% to 16%.

Renewable energies: generating energy from natural renewable sources (e.g. solar panels, hydro-electric power, wind turbines, tidal energy). They do not produce greenhouse gases.

International agreements: climate change is a global issue and requires global solutions. International agreements are when countries come together to implement large scale strategies. 2005 – The Kyoto Protocol – over 170 countries agreed to reduce carbon emissions by 5.2%.

2009 – Copenhagen meeting – world leaders agreed to reduce carbon emissions, with HICs providing LICs financial support to help them cope with impacts of climate change.

2015 – Paris Agreement – 195 countries legally promised to reduce greenhouse gas emissions, prevent global temperature rise above 2°C and to give $100billion per year to LICs to support initiatives to help them cope with the effects of climate change.

Adaptation: to adapt to the likely impacts of global warming.Changes in agriculture:• Problems: a) climate change = more extreme weather; b) different pest/diseases due to

different climate• Adaptations: use drought-resistant crops, implement irrigation systems to water crops during

droughts, plant trees to shade vulnerable crops from strong sunlight, change crops grown.

Changes to water supply:• Problems: a) climate change = more extreme weather and unreliable rainfall = droughts• Adaptation – decrease the use of water: drip irrigation (uses much less water), recycle water

(greywater – waste water from sinks, baths, shower is reused to water crops/plants).• Adaptation – increase the supply of water: build reservoir for long-term solution. In the UK,

London built a Thames Water desalination plant in Beckton. It removes the salt from the water, purifies it and pipes it to 400,000 homes.

Reduce risk of sea level rise:• Problems: melting glaciers = sea level rise (rise of 20cm since 1900 and estimated future rise:

3mm per year = coastal flooding and huge damage costs (estimated at £120 billion in UK alone)• Adaptations: coastal management (sea walls, rock armour, gabions), improve drainage, build

houses on stilts in flood prone areas, invest in monitoring and prediction strategies, invest in planning strategies (e.g. hazard mapping, warning alarm, emergency kits).

CLIMATE CHANGE IS A CHANGE IN THE EARTH’S CLIMATE. There is a lot of evidence that shows climate change has been occurring during the Quaternary Period (covers from 2.6 million years ago to today).

Thermometer recordings show that

average global temperatures have risen by 0.74°C during the last 100 years and by 0.5°C

since 1980.

Photographs show over the past 20 years the Arctic ice

has thinned to almost half of its thickness and permanent

ice cover is reducing at a rate of 9% every 10 years.

Photographs show many of the world’s glaciers have

retreated in the last 50-100 years. It is estimated up to

25% of global mountain glacier ice could disappear by

2050.

Paintings show that the River Thames was frozen over in 1677. People are shown ice skating

over the frozen river

Ice cores are used to examine past global temperatures. When fresh snow falls, each layer contains sediments and molecules (e.g. oxygen) that can be used to

calculate the temperature in the year that layer fell. Ice core data has allowed us to reconstruct temperature patterns for the last 400,000 years. It shows evidence of periods of time when the earth was warmer (The Medieval Warm Period and

Roman Period) and colder (e.g. The Dark Ages and The Little Ice Age around 1700)

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Year 9 – The Knowledge – Autumn 2 – Investigative Chemistry

Type of bonding

Occurs between…

Movement of electrons

Bond Structure Example Properties Reason for property

Ionic Metals and non-metals

Electronstransferred from outer shell of metal to outer shell of non-metal.Both metals ion and non-metal ion have a full outer shell

Strong electrostaticforce between positive metal ion and negative non-metal ion

Giant ionic lattice

Sodium chloride

Lithium bromide

Calcium oxide

Solid at room temperature They have high melting points

High melting and boiling points Ions are held together by strong electrostatic forces –a lot of energy is needed to overcome these forces

Do not conduct electricity when solid Ions (charged particles) cannot move

Do conduct electricity when molten or in solution

Ions (charged particles) are free to move

Covalent Non-metals

Atoms sharepairs of electrons

A shared pair (or multiple pairs) of electrons between atoms

Simple covalentmolecules

Chlorine Cl2Oxygen O2Water H2OMethane CH4Ammonia NH3Hydrochloric acid HCl

Liquids or gases at room temperature Low melting and boiling points

Low melting and boiling pointsNB: the larger the molecules the higher the melting/boiling point (intermolecular force increases with size of molecule)

Weak intermolecular forces between the molecules

Do not conduct electricity No free/delocalised electrons nor are the molecules charged

Giant covalentlattice

Solid at room temperatureHigh melting and boiling point

All atoms are linked to others by strong covalent bonds

Diamond Hard Each carbon atom formed four strong covalent bonds with other carbon atoms

Does not conduct electricity No free (no delocalised) electrons

High thermal conductivity There are strong covalent bonds between atoms. Whenone carbon atoms vibrates it causes all four neighbouring atoms to vibrate

Graphite Soft and slippery Each carbon atom is bonded with three carbon atoms resulting in a layered structure. There are weak intermolecular forces between the layers meaning they can easily slide over each other

Conducts electricity One electron from each carbon atom is delocalised

Silicon dioxide Hard Strong covalent bonds hold the oxygen and silicon atoms together

Does not conduct electricity No free (no delocalised) electrons

Metallic Metals(elements)Alloys (mixtures of metals)

Metals in outer shell are delocalised and so are free to move throughout the whole structure

Electrostatic attraction between the delocalised electrons and positive metal ions

Regular arrangement (lattice) of positive ions held together by strong electrostaticattraction to delocalised electrons

All metalsAll alloys

High melting and boiling points Strong metallic bonds between positive ionic lattice and delocalised electrons

Good electrical Delocalised electrons are charge carriers

Good thermal conductors Delocalised electrons can transfer thermal energy

Material Details Uses

Graphene Single layer of graphite. Electronics, composites

Fullerenes Molecules of carbon with hollow shapes.e.g. Buckminster fullerene, C60 – spherical

e.g. Carbon nanotubes – cylindrical fullerenes with very high length to diameter ratios

Caron nanotubes: nanotechnology, electronics,materials

React with

Word equation Example

Oxygen Metal + oxygen metal oxide Magnesium+oxygenmagnesium oxideMg (s) +O2 (g) MgO (s)

Water Metal + water metal hydroxide _____________+ hydrogen

Potassium + water potassium hydroxide + hydrogenK (s)+H2O (l)KOH (aq) + H2 (g)

Acid Metal + acid metal salt + hydrogenNB: salt is an ionic compound(metal bonded to non-metal)

Magnesium + sulphuric acid magnesium sulphate + hydrogenMg (s) +H2SO4 (aq)MgSO4 (aq) +H2 (g)

Oxidation: the addition of oxygen to an element. Reduction: the removal of oxygen from a compound.

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Statement More detail

When a compound dissolves in water, it dissociates (splits up) into its individual ions

When sodium chloride NaCl dissolves, it splits up in Na+ and Cl-

Hydroxide ions OH- make solutions alkaline

Sodium hydroxide NaOH is alkaline because it contains hydroxide OH- ions

Hydrogen ions H+ make solutions acidic

Hydrochloric acid HCl is acidic because it contains hydrogen ions H+

pH scale tells us how acidic or alkaline something is

The pH scales runs from 0-14. pH of 0 – the most acidicpH of 7 – neutral (neither acidic nor alkaline)pH 14 - the most alkaline.

Measure the pH using:1.)An indicator changes colour depending on whether it is in an acidic or alkaline solution2) A pH probe - a digital metre than display the pH on a screen

1) Types of indicatorUniversal indictor – continuous scales from red (most acidic) to green (neutral) to purple (more alkaline)Phenolphthalein – colourless in acid, pink in alkaliMethyl orange – red in acid, orange in alkali

Law of conserva -tion of mass

No atoms are lost or made during a chemical reaction.Mass of the products = mass of the reactants.

If a gas is produced and escaped, it may seem like the mass has decreased.

E.g.Hydrogen and chlorine react together to form hydrogen chloride.If 5g of hydrogen and 5g of chlorine react together, there will be 10g (5g+5g) of hydrogen chloride produced

Balancing equations

In a symbol equation the numbers of atoms of each elements on each side of the equation must be equal.

Rules:1. Count number of atoms

of each element on left and right hand side of equation

2. If are NOT the same on each side, need to balance the equation

3. Only add BIG numbers in FRONT of each compound/element, never small number afterwards

Example:1.H2 + O2 H2ONOT balanced2H2+O22H2OIS balanced2. Na +O2 Na2ONOT balanced4Na + 2O2 4Na2OIs balanced

Soluble salts can be made by reacting:• Acid with• Solid insoluble substances (e.g. metals, metal oxides, hydroxides or

carbonates)Procedure:1.Add solid to acid until no more of the solid reacts with the acid2. Filter the excess solid (unreacted solid)3. The filtrate is a solution of the soluble salt4. The salt produced can be retrieved by crystallisation

Statement More detail

Acids are neutralised by:1. alkalis (soluble metal hydroxides) and by bases (insoluble metal hydroxides)2. Metals carbonates

1. Acid + alkali/base salt + watere.g.Hydrochloric acid + metal hydroxide metal chloride + water2. Acid + metal carbonate salt + water + carbon dioxidee.g. hydrochloric acid + metal carbonate metal chloride + water __________+ carbon dioxide

The salt produced in the neutralisation reaction depends on:- Type of acid- Positive ion

in the alkali, base or carbonate

e.g.:- hydrochloric acid produces

chloridesnitric acid produces nitrates,sulfuric acid produces sulfates

NB. Bases and alkalis are both defined by their hydroxide ions. The difference is: alkalis are soluble while bases are insoluble

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A more reactive metal with displace (swap with) a less reactive metal in a compound.The more reactive metals wants to be in a compound!e.g.1. Lithium is more reactive than aluminium so I will displace it:Lithium + aluminium bromide aluminium + lithium bromide2. Potassium is less reactive then lithium so it will not displace it:Potassium + lithium bromide no reaction

\Unreactive metals (e.g. gold) occur naturally in their pure form.Majority of metals occur naturally in a compound.Extraction methods are ways to “extract” (obtain) the metal from the compound.Metals that are LESS reactive than carbon are extracted from their oxides by reacting with carbon (see 7. Reactivity Series and 8. Displacement Reactions)E.g. copper is extracted from copper oxide by using carbon because copper is lower down in the reactivity series.

-Metals react to form positive ions-A metal is more reactive, the easier it can lose electrons-Reactivity series is the metals placed in order of their reactivity (NB: carbon and hydrogen are non-metals but often included in the series)

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Year 9 – The Knowledge – Science – Autumn 2 – Investigative Chemistry - Triple

Particle Size of diameter

Coarse 1x10-5 – 2.5x10-6 m

Fine 100nm-2500nm(1x10-9 – 1x10-7m)

Nano 1nm-100n(1x10-9 – 1x10-7)m

An atom 0.1 nm1x10-10

a. Size of particles and their properties- Nanoscience studies three types of small particle: coarse, fine

and nano- Small particles have a LARGE surface area to volume ratio (i.e.

their surface is very big compared to their volume)- Changing the particle size dramatically effect this ratio.

E.g. If reduce length of side of cube by a factor of 10 then- Surface area decreases by 10x10=100- Volume decreases by 10x10x10=1000- Surface area to volume ratio increases by 10

b. Nanoparticles- A few hundred atoms in size- Large surface area to volume ratio means that:

- nanoparticles have different properties to same material in bulk

- smaller quantities are needed than in bulk- Applications of nanoparticles:

- Sun cream- Cosmetics- Electronics- Medicine- As catalysts

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Strong acid Completely ionised (split up into ions) in aqueous solution (dissolved in water)

Examples of strong acids

Hydrochloric acid, HCl(aq)Sulfuric acid, H2SO4(aq)Nitric acid, HNO3(aq)

Example: HCl HCl(g) + aq H+(aq)+Cl-(aq)

Weak acid Partially ionised in aqueous solution

Examples of weak acids

Ethanoic acidCitric acid Carbonic acid

Example:Ethanoic acid

CH3COOH(l) + aq CH3COO-(aq)+H+

(aq)The double arrow here shows that there is only partialdissociation – some of the molecules stay as CH3COOH instead of its ionic form CH3COO-.

For a fixed concentration: the stronger the acid, the lower the pH.As the pH decreases by one unit, the hydrogen ion concentration of the solution increases by a factor of 10.

Titration: Experimental technique to find out how much acid is required to neutralise an alkali.When neutralisation takes place, the hydrogen ions from the acid bond with the hydroxide ions from the alkali to produce water:H+ (aq) + OH- (aq) H2O (l)A suitable indicator is necessary need one that is one colour in acids and another in alkalis (universal indictor is NOT a good choice because it is hard to determine the exact point at which the acid is neutralised).Equation to know:Concentration (mol/dm3) = amount of substance (mol)

volume (dm3)Procedure:1.Strong acid of known concentration is in burette2.Alkali to be neutralised of known volume is in conical flask3.Add indictor to conical flask4. Note start point on burette5.Add acid drop-wise to conical flask.6. As soon as indicator changes colour stop7. Note end point on burette and calculate volume added8. Carry out analysis using equation triangleNB procedure above can be used with an alkali of known concentration in burette and acid to be neutralised in conical flask.

No atoms are gained or lost in a chemical reaction (see 5. Conservation of Mass). Yet, cannot always obtained the amount of product calculated because:- Reaction may be reversible- Some product may be lost when separated from reaction mixture- Reactant may react in a different way to expected reactionYield: the actual amount of product obtainedPercentage yield: amount of product obtained compared to maximum theoretical amount.Equation to know:Percentage yield (%) = mass of product actually made______

maximum theoretical amount of product

Atom Economy

Size of diameter

Definition Measure of amount of starting material that end up as useful product. (lAso called: atom utilisation)

Why is it important?

For sustainable development and for economic reasonsReason: more products made means less waste produced

Equation Atom economy = relative formula mass of desired product__ x100sum of relative formula mass of all reactants

Ion Test Observation if ion present

Lithium, Li+ Flame test Crimson flame

Sodium, Na+ Yellow flame

Potassium, K+

Lilac flame

Calcium, Ca2+

Orange-red flame

Copper, Cu2+ Green flame

Aluminium, Al3+

Sodium hydroxide solution added dropwise

Form white precipitatesPrecipitate dissolves in excess sodium hydroxide solution

Calcium, Ca+ Forms white precipitateDoes not dissolve in excess sodium hydroxide solution

Magnesium, Mg2+

Forms white precipitateDoes not dissolve in excess sodium hydroxide solution

Copper (II), Cu2+

Forms blue precipitate

Iron (II), Fe2+

Forms green precipitate

Iron (III), Fe3+

Forms brown precipitate

Carbonate, CO32-

Add dilute acid Carbon dioxide produced(carbon dioxide turns limewater cloudy)

Chloride, Cl- Dilute nitric acid, add silver nitrate dropwise

White precipitate (compound formed: silver chloride)

Bromide, Br- Cream precipitate (compound formed: silver bromide)

Iodide, I- Yellow precipitate (compound formed: silver iodide)

Sulfate, SO4

2-Dilute hydrochloric acid, add barium chloride dropwise

Forms white precipitate

Ionic equation

Chemical equation showing only the ions that are involved in displacement reaction

Half equation

An ionic equation focusing on ONE species including the electrons that are transferred(An ionic equation can be split into two half equations one for species that gain electrons and one for species that lose)

Spectator ion

Ions that do not change their electronicstate (ionic charge) during the reaction.Spectator ions are NOT included in the ionic equation

Example Word equation:Potassium + lithium chloride potassium chloride + lithium(spectator ion: Cl-, species involved in displacement: potassium and lithium)Symbol equation:K + LiCl KCl + LiIonic equation:K + Li+ K+ + LiHalf equation for potassium – potassium loses one electron to form potassium ion:K – e- K+ (OR K K+ + e-)Half equation for lithium – lithium ion gains one electron to form lithium:Li+ + e- Li

Oxidation Loss of electrons

Reduction Gain of electrons

Redoxreaction

Chemical reaction where both reduction and oxidation occursExample:Fe + Cu2+ Cu +Fe2+

• Fe has lost two electrons to form Fe2+Fe has been oxidised

• Cu2+ has gained two electrons to form CuCu2+ has been reduced

O xidation R educationI s I sL oss G ain

What is electrolysis?

Electrolysis is the process by which ionic substances are decomposed (broken down) into simpler substances when an electric current is passed through them.

What happens tothe motion of ions when melted or in solution?

The are free to move

What happens when electricity is passed through the solution or molten ionic compound?

Ions are charged therefore the:- Cations (positive ions) move towards

the cathode (negative electrode)- Anions (negative ions) move towards

the anode (positive electrode)

What do you call the ions in solution that conduct electricity?

Electrolytes

What happens once the ions get to the electrodes?

Ions are discharged – forming elements

What is producedat the anode?

Non-metal is produced(Anions transfer electrons onto the anode)

What is produced at the cathode?

Metal is produced(Cations gain electrons from the cathode)

Electrolyte Ions (molten or in solution) that are free to move and can therefore pass electricity through them

Electrode The conductors through which electrical current is transferred to the ionic solution or molten ionic compound

Anode Positive electrode

Cathode Negative electrode

Anion Negatively charged particles

Cation Positively charged particles

Discharge Transferal of charge (electrons) at an electrode result in ion returning to elemental (neutral) form

Metals can be extracted from molten compounds using electrolysis. This technique is used if the metal is too reactive to be extracted by reduction with carbon or if the metal reacts with carbon.This extraction technique is expensive because large amounts of energy are needed to melt the ionic compounds and to produce th l t i l t

Year 9 The Music Knowledge – Autumn 2 AoS 3 – Rhythms Of The World

Calypso 1 Steel pans Tuned percussion instruments hit

with rubber beaters on small dents on an oil drum. Mellow / soft timbre

2 Calypso A genre of music from the Caribbean that is upbeat and light-hearted. The songs tell stories

3 Accompanied by… Banjo, guitar, bongos, drum kit, claves…

4 Steady pulse4 / 4 time

These ensure that the music is easy to dance to

5 Syncopation[Rhythm]

Off-beat rhythms

6 Major chords[Harmony]

This adds to the up-beat happy feel of the music

7 Repeated[Rhythm] [Melody}

Melody and rhythms repeated

8 Roll[Melody}

Hitting a note repeatedly to create the effect of a ‘sustained’ or long note

9 Mallet The beaters are made of rubber –this helps to create the soft sound

10 Timbre Soft / Breathy / Metallic / Mellow

11 Verse/Chorus [Structure]

The structure alternates between ‘verse’ sections and ‘chorus’ sections

[West] African Drumming 12 Ostinato

[Rhythm] Continuously repeated rhythm patterns form the basis of the music

13 Polyrhythm[Texture]

Texture created when 2+ rhythms are played at the same time

14 Syncopation[Rhythm]

Off-beat rhythms

15 Triplet[Rhythm]

3-notes squeezed over two beats

16 Cross-Rhythm[Rhythm]

An effect created when different rhythm patterns are played together

17 Call + Response[Rhythm]

A solo rhythm is played and the group respond to it or repeat it

18 Harmony When two singers sing at the same time on different pitches –to create a harmony

19 MasterDrummer

The person who leads an AfricanDrumming Performance. Helps to keep the pulse and plays the solos/leads the call and responses

Textures in Music

20 Monophonic Only one person playing = a solo

21 Polyphonic Many different layers of interweavingrhythms or melodies

22 Homophpnic More than one layer of sound (more than one person playing) – but they play the same rhythms together. Could be a melody and accompaniment

Year 9 - The Art Knowledge

The Formal Elements

Line A mark made by a moving point on a surface.

Tone The different qualities of darkness and light.

Shape The outline of an object.

Colour Different Hues formed by light refracting on surfaces.

Pattern A repeated decorative design.

Texture The feeling of a surface e.g. rough/smooth.

Form The three dimensional quality of an object.

Critical Analysis A way of analysing artwork that includes six key areas.

Context Why and when the artwork was made.

Content The symbols, materials and images used in the work.

Process How the work was made.

Mood How the work makes you feel.

Form How the formal elements have been used in the work.

Evaluation Your opinion/ judgement of the work.

Still Life A painting or drawing of an arrangement of inanimate (not moving) objects, typically including fruit and

flowers and objects contrasting with these in texture, such as bowls and glassware.

Vanitas A still-life painting of a 17th-century Dutch genre containing symbols of death or change as a reminder of

their inevitability.

Chairuscruo an effect of contrasted light and shadow

Composition The placement or arrangement of visual elements or ingredients in a work of art

Contemporary Still life Artists

David HockneyPatrick Caulfield

Audrey FlackKira Kim

Tint A way of showing lighter tone in painting by adding white to a colour

Proportion The size of different parts in relation to each other

Assessment Objective 1 Developing your ideas by researching and writing about the work of other artists, cultures and designers

Assessment Objective 2 Refining your ideas by experimenting with different materials and techniques

Assessment Objective 3 Recording your ideas in different ways for example drawing, painting and photography

Assessment Objective 4 Presenting a final piece of work that is based on and shows links to your previous sketchbook work.

Macbeth – Knowledge Organiser Plot summary

Act I scene i – The three witches gather to in a thunder storm to meet Macbeth Act I scene i i – Duncan hears reports of the battle in which Macbeth proves himself a hero and also of the treachery of the Thane of Cawdor. Act I scene i i i – Macbeth & Banquo meet the witches and hear the predictions that he will be Thane of Cawdor and the next king. Ross arrives to confirm that Macbeth is the new Thane of Cawdor. Act I scene iv – Duncan decides to make his son Malcolm the heir to his throne and tells Macbeth that he will visit his castle. Act I scene v – Lady Macbeth reads a letter from her husband about the events so far and makes up her mind to murder Duncan. Act I scene vi – Duncan arrives at Macbeth’s castle and is welcomed by Lady Macbeth. Act I scene vii – Macbeth decides he cannot go through with the plot but Lady Macbeth persuades him to change his mind. Act II scene i – Banquo feels uneasy about what might happen in the night. Macbeth makes his way to Duncan’s room to kil l him and sees a ghostly dagger floating in the air before him. Act II scene i i – Macbeth forgets to leave the bloody daggers in Duncan’s room after the murder and Lady Macbeth is forced to take charge and put them back. Act II scene i i i – The next morning Duncan’s body is discovered by Macduff; Macbeth conveniently kil ls the servants in pretend rage; Duncan’s sons, Malcolm & Donalbain, flee the castle. Act II scene iv – Macduff reports that suspicion for the murder has fallen on the kin’s sons; Macbeth has travelled to Scone to be crowned. Act III scene i – Macbeth is now king, but Banquo is suspicious about how the witch’s predications have come true. Macbeth arranges to have him murdered. Act III scene i i – Lady Macbeth tries to get her husband to talk to her about his plans but he refuses.

Act III scene i i i – Banquo is murdered but his son, Fleance, escapes. Act III scene iv – At a feast that night, Macbeth sees the ghost of Banquo. Lady Macbeth tries to calm him down but when this fails cancels the feasts and sends the courtiers away. Act III scene v – The witches discuss events so far; Hecate, the ruler of the witches, predicts his downfall. Act III scene vi – suspicion of Macbeth is growing; Macduff has left for England to rouse suppor against him. Act IV scene i – The witches tell Macbeth he cannot be harmed by anyone ‘born of a woman’ and that he will be safe until Birnam Wood moves to the castle at Dunsinane. Macbeth decides to murder Macduff’s family. Act IV scene i i – Macbeth’s murderers kil l Lady Macduff and her children. Act IV scene i i i – Macduff discovers his family’s murder and, with Malcolm, leads an army to attack Macbeth. Act V scene i – Lady Macbeth is sleep walking and trying to wash an imaginary blood spot from her hands. Act V scene i i – Malcolm’s army is at Birnam Wood and hear reports that Macbeth’s supporters are deserting him. Act V scene i i i – Macbeth is besieged but puts his trust in the witches’ prophesy. Act V scene iv – Malcolm orders his army to cut down branches from Birnam Wood to disguise the number of soldiers. Act V scene v – Macbeth is told of his wife’s death and about the news that Birnam Wood seem to be approaching. He resolves to die fighting. Act V scene vi - ix – Macbeth is kil led by Macduff (who reveals he was delivered by caesarean and so not properly ‘born’). Malcolm becomes the new king of Scotland and order is restored.

Key characters Key themes Historical context Stylistic features and symbols

Macbeth Thane of Glamis

Lady Macbeth hi s wife

Banquo Macbeth’s best friend

Fleance Banquo’s son

Duncan King of Scotland

Malcolm Duncan’s eldest son

Macduff – Thane of Fife

Ambition seen as a purely negative quality.

Guilt - the play shows the terrible consequences of murdering a king.

Kingship vs tyranny – Duncan and Macbeth embody the qualities of a good king and a tyrant respectively.

• Macbeth was most likely wri tten in 1606, early in the reign of James I, who had been James VI of Scotland before he succeeded to the English throne in 1603.

• Only a century earlier, England had suffered under the massive disorder of the Wars of the Roses. Civi l disorder was now seen as the ultimate disaster, and also as an ungodly s tate.

• The play pays homage to the king’s Scottish l ineage. Additionally, the witches’ prophecy that Banquo will found a line of kings is a clear nod to James’s family’s claim to have descended from the historical Banquo.

• The theme of bad versus good kingship, embodied by Macbeth and Duncan, respectively, would have resonated at the royal court, where James was busy developing his English vers ion of the theory of the divine right of kings.

Blood – a symbol of guilt and violence

The supernatural – belief in witchcraft was widespread and Shakespeare uses prophesy, ha l lucinations, ghosts and magic to give the play a menacing, unnatural feel.

Oxymoron – opposites & contradiction recur throughout the play

Pathetic fallacy – unnatural events are usually echoe by unnatural weather

Autumn 2 Knowledge Organiser – Year 9 Drama GCSE

Performance Glossary

acting style a particular manner of acting which reflects cultural and historicalinfluences

articulation the clarity or distinction of speechaside Lines spoken by an performer to the audience and not supposed

to be overheard by other characters on-stage.business a piece of unscripted or improvised action, often comic in

intention, used to establish a character, fill a pause in dialogue, orto establish a scene. An author may simply suggest 'business' toindicate the need for some action at that point in the play.

characterisation

how a performer uses body, voice, and thought to develop andportray a character.

dialogue spoken conversation used by two or more characters to expressthoughts, feelings, and actions.

focus in acting, the act of concentrating or staying in character.gesture any movement of the performer’s head, shoulder, arm, hand, leg,

or foot to convey meaning.imaging a technique which allows performers to slow down and focus

individually on an issue. The performers, sitting quietly with eyesclosed, allow pictures to form in their minds. These images maybe motivated by bits of narration, music, sounds, smells, etc.

improvisation the spontaneous use of movement and speech to create acharacter or object in a particular situation; acting done without ascript.

inflection change in pitch or loudness of the voice.

Interaction the action or relationship among two or more characters

language in drama, the particular manner of verbal expression, the dictionor style of writing, or the speech or phrasing that suggests a classor profession or type of character.

mannerism a peculiarity of speech or behaviour.

mime acting without words.

mirroring copying the movement and/or expression or look of someone elseexactly.

monologue a long speech made by one performer; a monologue may bedelivered alone or in the presence of others.

motivation the reason or reasons for a character’s behaviour; an incentive orinducement for further action for a character.

movement stage blocking or the movements of the performers onstageduring performance; also refers to the action of the play as itmoves from event to event.

pace rate of movement or speed of actionperformanceelements

include acting (e.g., character motivation and analysis, empathy),speaking (breath control, vocal expression and inflection,projection, speaking style, diction), and nonverbal expression(gestures, body alignment, facial expression, character blocking,movement).

pitch the particular level of a voice, instrument or tune.

posture Physical alignment of a performer’s body or a physical stancetaken by a performer which conveys information about thecharacter being played

projection how well the voice carries to the audience.prompt to give performers their lines as a reminder; the prompter is the

one who assists performers in remembering their lines.proxemics contemporary term for ‘spatial relationships’, referring to spatial

signifiers of the relationship between different performers or aperformer and elements of the set which convey informationabout character and circumstances.

rhythm measured flow of words or phrases in verse forming patterns ofsound. Regularity in time or space of an action, process orfeature.

role the character portrayed by a performer in a drama.role playing improvising movement and dialogue to put oneself in another’s

place in a particular situation, often to examine the person(s)and/or situation(s) being improvised.

soliloquy a speech in which a performer, usually alone on stage, speaks theinner thoughts of his/her character aloud.

spatialawareness

traditional term for what is currently referred to as ‘proxemics’,referring to spatial signifiers of the relationship between differentperformers or a performer and elements of the set which conveyinformation about character and circumstances.

stage presence the level of comfort, commitment, and energy a performerappears to have on stage.

staging another term for blocking; deliberate choices about where theperformers stand and how they move on stage to communicatecharacter relationships and plot and to create interesting stagepictures in relation to set, properties and audience and effectscreated by lighting, for example.

stock characters characters who represent particular personality types orcharacteristics of human behaviour. Stock characters areimmediately recognizable and appear throughout the history oftheatre, beginning with Greek and Roman comedy and elaboratedupon in commedia dell’ arte.

tableau a technique in creative drama in which performers create a frozenpicture, as if the action were paused; plural is tableaux. Not to beconfused with freeze frame, which is a term used in film and videoproduction.

theatre games improvisational exercises structured by the director or teacher toachieve a specific objective, such as breaking down inhibitions orestablishing trust.

timbre The distinctive character or quality of a musical or vocal soundapart from its pitch or intensity such as in a nasal voice quality.

upstage: (verb) to deliberately draw the audience’s attention away from anotherperformer or performers by overacting, using flashy bits of business, or other means; term originated from an performerpurposefully positioning himself upstage of the other performersso that they must turn their backs on the audience to deliver theirlines to him.

vocal expression how an performer uses his or her voice to convey charactervocal projection directing the voice out of the body to be heard clearly at a

distance.voice the combination of vocal qualities a performer uses

Year 9 - Spanish Knowledge – Aut 2

Mi ciudad

Mi casa

İVamos a praticar!¿Qué hay en la foto?

______________________

______________________

______________________

53 el salón lounge

54 el comedor dining room

55 el aseo bathroom; WC

27 la pared wall

28 el barrio neighbourhood

29 el edificio building

30 la población population

31 el pueblo village; people; nation

32 el habitante inhabitant

33 el ruido noise

34 el campo countryside; grounds

35 el bosque forest; woods

36 las afueras outskirts

37 el árbol tree

38 la sierra mountain range

39 el río river

40 el puerto port; harbour

41 el lago lake

42 la granja farm

43 el campo countryside; grounds

1 la 27bolero bowling alley

2 el cin2e cinema

3 la plaza de toros bull ring

4 el museo museum

5 el parque infantil playground

6 el teatro theatre

7 la cancha court [sport]

8 la cancha de tenis tennis court

9 el club (de jóvenes)

10 el mercado market

11 la biblioteca library

12 la comisaría police station

13 los correos post office

14 el polideportivo sports centre

15 la mezquita mosque

16 la iglesia church

17 el ayuntamiento town hall

18 la fábrica factory

19 la plaza square

20 la calle street

21 el centro centre; down town

22 la ciudad city

23 el puente bridge

24 la dirección address

25 el aparcamiento parking

26 la zona peatonal pedestrian zone/area

44 la casa house

45 el chalet; el chalé bungalow; house

46 la casa adosada semi-detached house

47 la habitación room

48 la planta floor; plant

49 el piso floor; flat

50 la planta baja ground floor

51 los muebles furniture

52 el alquiler rent

56 vivir to live

57 hay there is

Verbos importantes

______________________

Year 9 - French Knowledge – Aut 2

Ma ville

À la maison

On pratique !Qu’est-ce qu’il y a sur la photo ?

______________________

______________________

______________________

53 la cave cellar

54 la cuisine kitchen

55 la salle à manger dining room

27 la zone piétonne pedestrian zone

28 la circulation traffic

29 le risque risk

30 la sécurité safety

31 la campagne countryside

32 la montagne mountain

33 à la montagne in the mountains

34 la grande-ville city

35 animé lively

36 le bruit noise

37 bruyant noisy

38 calme quiet

39 célèbre famous

40 démodé old-fashioned

41 pauvre poor

42 propre clean; tidy

43 sale dirty

1 la boucherie butcher's shop

2 la boulangerie bakery

3 la charcuterie delicatessen

4 le marché market

5 la pâtisserie cake shop

6 la vitrine shop window

7 la station-service service station

8 la bijouterie jeweller's shop

9 le centre commercial shopping centre

10 les commerces [m] shops

11 le grand magasin department store

12 la librairie bookshop

13 le tabac newsagent's

14 la bibliothèque library

15 le commissariat police station

16 la gare railway station

17 la gare routière bus station

18 l'hôtel de ville [m] town hall

19 le musée museum

20 le parc park

21 la poste post office

22 la bibliothèque library

23 le transport en commun public transport

24 la mairie town hall

25 la place square

26 le quartier quarter; area

44 a maison house

45 la maison individuelle detached house

46 la maison jumelée semi-detached house

47 la maison mitoyenne terraced house

48 l'étage [m] floor; storey

49 le rez-de-chaussée ground floor

50 les meubles [m] furniture

51 la pièce room

52 le bureau office; study

56 habiter to live

57 il y a there is

Verbes clés

______________________

Aerobic Respiration:Respiration in the presence of Oxygen.

Glucose + Oxygen -> Carbon Dioxide + Water + Energy

Lower intensity activities of high duration (length of time).

e.g. marathon in athletics, long distance swimming.

Anaerobic Respiration:Respiration without Oxygen.

Glucose -> Energy + Lactic Acid

Higher intensity activities of short duration (length of time).

e.g. 100M sprint in athletics, fast break in basketball.

Year 9 – The PE Knowledge Autumn 2

Agonist – The muscle that contracts (shortens).

Antagonist – The muscle that relaxes (lengthens).

Fixator – Stabilise the agonist muscle e.g. the rotator cuff is a fixator muscle for the movements shown above.

Examples of muscles that work as an antagonistic pair:

- Biceps and triceps (see above)

- Quadricep and hamstrings.

Muscles that you need to learn:

Biceps, Triceps, Deltoid, Pectorals, Abdominals, Latissimus dorsi, Hamstring, Gluteals, Gastrocnemius, Trapezius, Quadricep

Year 9 – Art - Term 1 + 2– Still Life

1 Different qualities of darkness and light.Tone

16 Objects and their meanings in Vanitas paintings

2 The feel of a surface e.g. rough/ smooth. Texture 17 The Skull One day you will die and your body will become a skeleton.

3 A mark made by a point moving on a surface. Line 18 How the work makes you feel. Flowers, insects, fruits/ food.

All of these things die/ decay quickly. This shows that all life comes to an end.

4 The three dimensional quality of an object. Form 19 Candles Time is running out! The candle burning shows time slipping away.

5 The outline of an object. Shape 20 Musical instruments, books, artworks These represent ‘Earthly Pursuits’. However, in the end regardless of what you have learnt or done you will die.

6 Different Hues caused by light refracting on a surface.

Colour 21 .Continuous Line Drawing A way of drawing where the hand must keep moving and the pen cannot come of the page.

7 Objects that are still e.g. do not move of their own accord. Examples are fruit, books, flowers etc.

Inanimate Objects 22 Positive Space The space within a painting, drawing or sculpture that contains the important imagery/ information.

8 the treatment of light and shade in drawing and painting.

Chiaroscuro 23 Negative Space The space within a drawing, painting or sculpture that does not contain the important imagery/ information.

9 The use of symbols to represent ideas or qualities.

Symbolism 24 Patrick Caulfield An artist who creates still life paintings using thick black lines, bright primary and secondary colours and simplified shapes.

10 a type of still-life painting that flourished in the Netherlands from about 1620 to 1650, conveying a religious message and characterized by objects symbolic of mortality and the meaninglessness of worldly pleasures.

Vanitas 25 David Hockney An artist who creates bright and colourful still life paintings. He often uses different brush strokes and marks to create different textures.

11 Memento mori is the medieval Latin theory and practice of reflection on mortality, especially as a means of considering the vanity of earthly life and the transient nature of all earthly goods and pursuits.

Memento Mori 26 Audrey Flack An artist who creates highly detailed still life paintings. These paintgs are ‘photorealistic’ e.g. they look as real as photographs.

12 A way of blending tone by gradually adding white to another colour and painting in small sections.

Tint 27 Cezanne An artist who uses bright exaggerated colours within his still life painting.